ABSTRACT
Thinking with Deleuze and Guattari’s concepts of smooth and striated spaces, this chapter considers the alternative curriculums that children construct in the elementary classroom by using the materials from the official curriculum in unexpected ways and how those alternative curricula resonate with art and art education. Specifically, it will explore an encounter where a child makes “fuzz” out of excess string from a math worksheet. Using Paulina Rautio’s concept of autotelic practices and Charles Garoian’s idea of “not-not” art, the pointlessness of fuzz-making is reconsidered as a way to think differently about childhood and art.
